Leadership Styles and Communication Strategies of School Heads: Its Influence on the Performance of Teachers

Levi Genio Silerio; Fausto Camania Romero

doi:10.36948/ijfmr.2026.v08i02.73052

Leadership Styles and Communication Strategies of School Heads: Its Influence on the Performance of Teachers

Author(s)	Mr. Levi Genio Silerio, Dr. Fausto Camania Romero
Country	Philippines
Abstract	The study investigated the impact of school heads’ leadership styles and communication strategies on the teaching performance of secondary school teachers in the Division of Naga City during the 2024–2025 school year. Employing a descriptive-comparative-correlational design, the research involved 108 respondents comprising school heads and teachers. Data were analyzed using Mean, Standard Deviation, ANOVA, Tukey’s HSD, Pearson Product-Moment Correlation, and Coefficient of Determination. Results revealed that contingent and democratic leadership styles were most frequently practiced, while authoritarian leadership was least exhibited. Non-verbal communication ranked as the most utilized communication strategy, followed by clear and direct communication. Teachers rated themselves highest in instructional delivery and student engagement. ANOVA results indicated significant differences across leadership and communication dimensions (p < 0.05). Correlational analysis showed a weak but significant relationship between leadership style and teaching performance (r = 0.24, p = 0.015) and a stronger correlation between communication strategy and teaching performance (r = 0.38, p = 0.000). Determination coefficients indicated that leadership and communication collectively exert a limited but meaningful influence on teacher performance. The study concludes that school heads predominantly apply adaptive and participatory leadership and emphasize non-verbal communication to enhance rapport. However, leadership styles exert only a minimal impact on teaching performance, whereas communication strategies demonstrate a relatively greater, though still weak, influence. An intervention program is recommended to strengthen leadership and communication practices for improved instructional outcomes.
Keywords	Educational Leadership, Communication Strategies, Teaching Performance, Descriptive-Correlational Design
Field	Sociology > Administration / Law / Management
Published In	Volume 8, Issue 2, March-April 2026
Published On	2026-04-09
DOI	https://doi.org/10.36948/ijfmr.2026.v08i02.73052

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Leadership Styles and Communication Strategies of School Heads: Its Influence on the Performance of Teachers

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